Comprehensive strategy for capturing and integrating community input into community research training curricula

Abstract

Introduction: Community stakeholders often participate in community research training curricula development. There is limited information describing how their input informs curricula. This paper describes input solicitation methods, input received, and examples of its integration.

Methods: From June 2014 to June 2016, community members (CMs) and community-based organizations (CBOs) guided curricula development tailored for CMs and CBOs, respectively. Engagement methods included a strategic planning retreat, surveys, a listening session, workgroup meetings, and community engagement studios. Descriptive statistics were used to summarize survey input. For other methods, input was extracted and compiled from facilitator notes.

Results: CMs (n = 37) and CBOs (n = 83) providing input included patients and caregivers and advocacy, community service, and faith-based organizations, respectively. The major feedback categories were training topic priorities, format (e.g., face-to-face vs. online), logistics (e.g., training frequency), and compensation (e.g., appro-priateness). Input directly guided design of CBO and CM curricula (e.g., additional time devoted to specific topics based on feedback) or helped to finalize logistics.

Conclusions: Multiple quantitative and qualitative methods can be used to elicit input from community stakeholders to inform the development of community research training curricula. This input is essential for the development of training curricula that are culturally relevant and acceptable.

Keywords: Community research capacity building; community engagement; community populations; curriculum development; research training.

Fig. 1

Community-engaged community research curricula development process. For the noted time periods, various methods were used to solicit and iteratively integrate community stakeholder feedback into community research training curricula. CCAC, CERC Community Advisory Council; CERC, Community-Engaged Research Core; CBO, community-based organization; CM, community members; CRCB, Community Research Capacity-Building.

Fig. 2

Training priorities of community-based organizations (CBOs). Using 2 separate online surveys, CBO representatives (n=51; 32 for survey 1, 19 for survey 2) identified research training priorities for their organizations. *These priorities were identified on survey 2 only.